Compare and contrast of case study 1 and 2
Many similar tools can be used in modifying behavior, even if the behavior is identified under a alternate category, such as the case between aggressive behaviors and self-esteem complications. Formulating basic norms and procedures that cultivate wanted behaviors within the classroom setting and at home generates a platform that is built on structure, safety, and consideration for others. Implementing tools such as a class schedule board, using verbal and non verbal cues, well as creating report with the students assist in decreasing unwanted behaviors before they begin.
Additionally, Socio-emotional Learning (SEL) can not only be applied to both case studies, yet SEL is found in all areas of academics. Facilitators who implement SEL techniques within classroom norms, using literature or other emotional awareness activities, are incorporating early behavioral intervention techniques. When a classroom is structured to support student wellness, deviant behavior doesn't have the opportunity to multiply or cultivate itself as rapidly compared to an learning environment that lack SEL as a normal functions within the classroom.
The relationship between the school and home environments are critical factors as well. As illustrated within the diagram, norms and procedures must be consistent within both environments, especially if the student exhibits behavioral complications. Therefore, communication between parents and facilitators is essential in creating a safe, consistent, growth environment.
